2. Apoio aos professores

2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo

Tanto a formação inicial dos professores (FIP) como o desenvolvimento profissional contínuo (DPC) são fundamentais para assegurar que os professores adquirem competências, aptidões e conhecimentos que lhe permitam responder a todas as situações na sala de aulas. Trata-se especialmente do caso dos professores que são confrontados com contextos mais exigentes, como as escolas com elevados níveis de desvantagens socioeconómicas e educativas e grupos muito heterogéneos de alunos. 

Como parte da sua formação inicial, é importante que sejam apresentadas oportunidades práticas a todos os futuros professores para reforçar a sua compreensão sobre a natureza, causas e âmbito do abandono escolar precoce e desvantagem educativa. É essencial que todos os professores compreendam o seu papel no apoio à continuidade do desenvolvimento e da aprendizagem das crianças e no reconhecimento dos sinais precoces de dificuldades de aprendizagem ou desinteresse. Isto inclui a necessidade de os professores colaborarem eficazmente entre si, com outros profissionais dentro e fora da escola e com os pais e famílias.

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Recursos ( Pesquisar todos os recursos )

Note que por enquanto o conteúdo nas páginas de recursos só está disponível em inglês.

ATD Quart Monde - teacher training module

ATD quart monde is a French NGO involving individuals who experience or have experienced poverty.Among other initiatives, it works with ‘folk universities’ (universités populaires) in France, with the aim to generate and gather expert knowledge from its members - participants on a number of issues, including parenting and perception of school.

Áreas: 2. Apoio aos professores; 3. Apoio aos alunos

Subáreas: 2.1 Competências e aptidões do professor; 2.2 Os professores e a sua relação com alunos e pais; 2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo; 3.11. Apoio direcionado - Alunos provenientes de contextos socioeconómicos desfavorecidos

Língua: EN

País: França

Checklist and recommendations for prevention of absenteeism and school drop-out

It is undeniable that medical, psychological, social, educational and legal interventions are required in a number of cases of truancy and early school leaving, but research also shows clearly that in all cases, school and teaching staff can have a decisive influence. This document comprises a checklist for self-assessment of schools, 59 detailed recommendations for improvement of school attendance, pupil engagement and school culture, as well as proposals for behaviour agreements and examples of questionnaires for teachers and parents. The recommended measures are primarily directed at the target group of teachers, principals and parents. The document has been translated from the manual by Nairz-Wirth, Feldmann, Diexer (2012): Handlungsempfehlungen für Lehrende, Schulleitung und Eltern zur erfolgreichen Prävention von Schulabsentismus und Schulabbruch.

Áreas: 1. Governação escolar; 2. Apoio aos professores; 3. Apoio aos alunos; 4. Envolvimento dos pais; 5. Envolvimento de intervenientes

Subáreas: 1.1. Cultura e clima escolar; 2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo; 3.1. Criar um ambiente seguro e saudável; 3.3 Orientação e aconselhamento; 3.4 Currículo e percursos de aprendizagem; 3.6. Aprendizagem extracurricular e alargada; 3.7 Monitorização de alunos em risco; 4.1 Comunicação e informação; 5.2 Redes de intervenientes

Língua: EN; DE

País: Áustria

Collaborative learning in maths in Sweden

This continuous professional development (CPD) programme for maths teachers is the largest ever in one single subject in Swedish schools. The objective is to increase the learners? goal achievements by developing the quality of math teaching. The CPD in math takes place locally and includes everyday practice through collaborative learning among teachers.

Área: 2. Apoio aos professores

Subáreas: 2.1 Competências e aptidões do professor; 2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo

Língua: EN

País: Suécia

Combating early school leaving in Serbia

UNICEF Serbia, the Ministry of Education, Science and Technological Development and the NGO Centre for Education Policy have started the project ?Combating Early School Leaving in Serbia?. This project aims to contribute to decreasing drop-out and early school leaving of children and young people through the development, establishment and implementation of school-based mechanisms for the early identification and intervention of children at risk of drop out.

Áreas: 1. Governação escolar; 2. Apoio aos professores; 3. Apoio aos alunos; 5. Envolvimento de intervenientes

Subáreas: 1.2. Planeamento e monitorização escolar; 2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo; 3.7 Monitorização de alunos em risco; 3.10. Apoio direcionado - Necessidades educativas especiais e dificuldades de aprendizagem; 5.1 Equipas multidisciplinares

Língua: EN

País: Sérvia

E-medica - Connecting Medical Schools through ICT

The objective of the 'E-medica? project is to connect medical schools in Croatia promoting usage of the new ICT in medical schools (both by students and teachers); acquiring knowledge and exchanging experiences in vocational education; improving the quality of general education process and mutual understanding.

Áreas: 1. Governação escolar; 2. Apoio aos professores

Subáreas: 1.4. Cooperação dentro dos sistemas educativos; 2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo

Língua: EN

País: Croácia

ITE Modules on ‘Teaching bilingual children’ & 'General education/Christian studies, philosophy of life and citizenship'

The aim of the module on ‘Teaching bilingual children’ is to prepare all future teachers in Denmark to teach bilingual children. The module aims to prepare future teachers to identify educational challenges linked to second (state) language in the teaching of subject knowledge and to favour bilingual pupils' linguistic and academic development in linguistically diverse classrooms. The module on ‘General education/KLM' aims to prepare all future teacher in Denmark to be able interpret public school purposes, the development of professional ethics and to handle complex challenges in the teacher work in the context of cultural, value-based and religious diversity. It aims for future teachers "in a nuanced and reflective way, (…) to relate to ethical, political, democratic and religious challenges associated with education, parent involvement and school in a globalised society". Both measures are mandatory at all university colleges providing ITE in Denmark.

Área: 2. Apoio aos professores

Subáreas: 2.1 Competências e aptidões do professor; 2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo

Língua: EN

País: Dinamarca

JOPO - Flexible Basic Education

Finland has been developing innovative teaching methods and procedures to cater for individual needs through the use of activity based learning, small group teaching, on-the-job learning and different learning environments to reduce dropout.

Áreas: 2. Apoio aos professores; 3. Apoio aos alunos; 5. Envolvimento de intervenientes

Subáreas: 2.1 Competências e aptidões do professor; 2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo; 3.4 Currículo e percursos de aprendizagem; 3.6. Aprendizagem extracurricular e alargada; 3.10. Apoio direcionado - Necessidades educativas especiais e dificuldades de aprendizagem; 5.1 Equipas multidisciplinares; 5.3 Parcerias - empregadores e empresas; 5.4. Parcerias - organizações comunitárias e sociedade civil

Língua: EN

País: Finlândia

Life is Diversity (Leben ist Vielfalt) Students’ network

The main aim of the network is to prepare student teachers to teach in diverse classrooms. Specifically, the network aims to: - help student teachers develop intercultural sensitivity; - inspire ideas and promote the implementation of intercultural practices in schools; - act as a network for student teachers who are interested in inter-culturality and heterogeneity; - act as a forum for discussion and exchange about challenges and approaches in the teaching in diverse classrooms; - provide student teachers with specific knowledge and practical experiences. The group initiates the exchange of information and experience about teaching in intercultural settings, and organises support measures for refugees. The main target group of the network is student teachers, but practicing teachers and other relevant groups such as university staff are also targeted. The network was initially intended for student teachers with a migrant background, but it soon shifted its focus towards all students.

Áreas: 2. Apoio aos professores; 5. Envolvimento de intervenientes

Subáreas: 2.1 Competências e aptidões do professor; 2.2 Os professores e a sua relação com alunos e pais; 2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo; 3.6. Aprendizagem extracurricular e alargada

Língua: EN

País: Alemanha

Master’s Programme in ‘Educational Treatment of Diversity' (ETD) (Maģistraprogramma Dažādībaspedagoģiskierisinājumi)

The Master’s Programme in ‘Educational Treatment of Diversity (ETD) is aimed at Bachelor graduates in pedagogy, and at education practitioners (kindergarten pedagogues and administrators, school administrators, VET administrators, college and university administrators) willing to improve their intercultural competences. The programme aims at creating an interdisciplinary system of knowledge, skills and integrated socio-pedagogical, psychological and special pedagogical competences to mainstream diversity in education. The programme content consists of two main parts: Part A: Compulsory modules (including the research/master’s thesis), including courses on: ‘International and comparative frame of educational treatment of diversity’; ‘Educational treatment of special needs proceeding from cultural diversity’; ‘Management and programmes of educational treatment of diversity’, etc.; Part B: Optional courses, including: ‘Research methodology for educational treatment of diversity’; ‘Work integration and rehabilitation of people with diverse special needs’. The process is organised as e-studies, with weekly in-person or Skype meetings with professors.

Áreas: 2. Apoio aos professores; 5. Envolvimento de intervenientes

Subáreas: 1.1. Cultura e clima escolar; 1.3. Direção escolar; 2.1 Competências e aptidões do professor; 2.2 Os professores e a sua relação com alunos e pais; 2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo; 3.8 Apoio direcionado - Língua; 3.9 Apoio direcionado - Migrantes, Etnia cigana; 3.11. Apoio direcionado - Alunos provenientes de contextos socioeconómicos desfavorecidos; 5.1 Equipas multidisciplinares

Língua: EN

País: Letónia

Micro-network sharing among schools

The network involves 10 school clusters in Portugal (clusters include several schools from pre-school to secondary) that collaborate on a number of issues, such as training plans, sharing experiences and methodologies and, in some cases, even sharing of human resources. In addition, the network develops thematic panels where several issues are discussed with students and intervention partners.

Áreas: 1. Governação escolar; 2. Apoio aos professores; 3. Apoio aos alunos

Subáreas: 1.4. Cooperação dentro dos sistemas educativos; 2.3 Formação Inicial dos Professores e Desenvolvimento Profissional Contínuo; 3.2 Participação dos alunos na vida escolar

Língua: EN

País: Portugal

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